Accountability with Voucher Threats, Responses, and the Test-Taking Population: Regression Discontinuity Evidence from Florida

Autor/in	Chakrabarti, Rajashri
Titel	Accountability with Voucher Threats, Responses, and the Test-Taking Population: Regression Discontinuity Evidence from Florida
Quelle	In: Education Finance and Policy, 8 (2013) 2, S.121-167 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00088
Schlagwörter	Accountability; Educational Vouchers; Testing; Special Education; Limited English Speaking; Classification; Incentives; Differences; Grade 3; Grade 4; Regression (Statistics); Florida + Suchen Sie Ihr Suchwort? Verantwortung; Educational voucher; Bildungsgutschein; Testdurchführung; Testen; Special needs education; Sonderpädagogik; Sonderschulwesen; Classification system; Klassifikation; Klassifikationssystem; Anreiz; Unterscheiden; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Regression; Regressionsanalyse
Abstract	Florida's 1999 A-plus program was a consequential accountability program that embedded vouchers in an accountability regime. Under Florida rules, scores of students in several special education (ESE) and limited English proficient (LEP) categories were not included in the computation of school grades. One might expect these rules to induce F schools (that faced stigma and threat of vouchers) to strategically classify their weaker students into these excluded categories. The interplay of these rules with those of the McKay program for disabled students, however, created an interesting divergence of incentives as far as classifications into excluded LEP and ESE were concerned. Because classifying students into ESE made them eligible for McKay vouchers that were funded by public school revenue, the McKay program acted as a strong disincentive to such classification. Using a regression discontinuity strategy, I investigate whether the differences in incentives led the F schools to exhibit different behaviors as far as classifications into excluded ESE and LEP were concerned. Indeed, I find robust evidence in favor of classification into excluded LEP in high-stakes grade 4 and entry grade 3. In contrast, I do not find evidence of classification into excluded ESE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10